International School Leadership Certificate Module Core Content

Transcription

1 International School Leadership Certificate Module Certificate Level 1 Module 1: Principal Leadership for School Improvement Module 2: Characteristics of Effective Schools and Systems Module 3: Building Relationships and Developing People Module 4: Setting Goals and Expectations Using Data Informed Decision Making Module 5: Leading Improvement in Classroom Instruction: Meeting the needs of all learners Module 6: Instructional Leadership Project Proposal Development: The application of theory to practice Certificate Level 2:1 Module 7: Planning, Executing and Monitoring School Improvement Module 8: Resource Management for Improved Student Learning Module 9: Personal Qualities, Competencies and Problem Solving Module 10: Mentoring, Coaching and Evaluating for Improved Teaching Module 11: Parent and Community Engagement Module 12: Instructional Leadership Project Completion: General reporting requirements Certificate Level 2:2 Module 13: Instructional Leadership Project Completion: Master s recognition requirements Certificate Level 3 Module 14: Becoming a Facilitator for the International School Leadership Certificate Program Your path to excellence a subsidiary of

2 Certificate Level 1 Module 1: Principal Leadership for School Improvement The key challenge of school improvement today, then, is for school administrators to become leaders who develop and raise high level achievement by working with, learning from and influencing the behaviours of others within and beyond their schools. Instead of being managers who implement policy, school administrators will increasingly need to become leaders of their schools who can also exercise leadership in the environment beyond their schools, and articulate the connection between the two. The educational leader of the future, therefore, will increasingly be a system leader as well as a school leader (OECD, December 2007). examine attributes of an effective school leader for 21st Century teaching and learning using leadership explore management duties and leadership responsibilities of the principal use common elements of effective school leadership as identified by the Organization for Economic Cooperation and Development (OCED), the Wallace Foundation, and researchers such as Ken Leithwood, Michael Fullan, O.C., Andy Hargreaves, Lyn Sharratt, Avis Glaze and Karen Edge discover practices to create a shared vision, goals and high expectations understand effective practices for building relationships and developing others within your school community review practices to advance your school in order to achieve goals evaluate components of successful student-centred leadership examine key conditions to ensuring a safe learning and working environment explore practices of direct, indirect and shared leadership and identify methods of quality, evidenced-based classroom instruction. Module 2: Characteristics of Effective Schools and Systems It is not just that the goal is to achieve new effectiveness across the whole larger system, but rather that the strategies involve system components at all three levels working in two-way and multi-way partnerships. One is, indeed, heading toward greater comprehensiveness, greater focus, more capacity building, and greater precision in zeroing in on core goals of literacy, numeracy, and high school graduation. The next phase should accelerate our learning and knowledge with regard to school and system effectiveness (Dr. Micheal Fullan, O.C., 2010). identify characteristics of effective schools that support 21st Century teaching and learning using school effectiveness framework examine the importance of school leadership on effective schools and systems review first and second generation effective school correlations identified by Larry Lezotte understand the significance of student voice and student-focused learning recognize the importance of, and approaches to, creating effective home-school partnerships explore the cyclical school review audit processes and how to conduct an effective school review understand characteristics of effective learning organizations based on the research of Peter Senge analyze system thinking in relation to accountability and instructional leadership at a system level review key actions of leaders of high performing school and systems that set them apart from others and explore key characteristics of the world s best school systems. International School Leadership Certificate - Module - Page 2

3 Module 3: Building Relationships and Developing People Their [school leaders] primary aim is capacity building, however, building not only the knowledge and skill staff need to accomplish organizational goals but also the dispositions to persist in applying their knowledge and skills. Both collective and individual teacher efficacy are arguably the most critical of these dispositions and a third source of motivation in one widely regarded model of motivation. People are motivated by what they are good at. And opportunities to become more skillful at a valued task are the most powerful sources of efficacy. So building capacity leading to a sense of mastery is highly motivational, as well. Trusting relationships provide the foundation required by most people for engaging in the risks required to both learn and try out new practices (Dr. Ken Leithwood, 2012). utilize emotional intelligence strategies to maximize performance when interacting with teachers, students and parents review key strategies to developing trust with others develop an understanding of a professional learning community that develops teaching strategies and improves student achievement explore techniques to inspire teachers to increase motivation and improving efficiency identify how to build school capacity with teachers, students and parents create networked learning communities (NLC s) to build lateral capacity with other schools and systems examine a variety of strategies to effectively communicate with teachers, students and parents learn to plan and conduct effective meetings that engage teachers and produce results identify problems and address how to engage others in developing solutions and understand mentoring strategies and the development of teacher leaders. Module 4: Setting Goals and Expectations Using Data Informed Decision Making On the road to improved student achievement whether in the classroom, school or district it makes intuitive sense that an accurate roadmap is an essential tool. We need to know where we are now, where we want to be, and what key barriers and opportunities lie between those two points. At the same time, and despite the fact that evidence-based decision making has become a familiar feature of the education landscape, the research confirming the connection between student achievement and data use is surprisingly thin. What this suggests is that, while we acknowledge the value of data, much remains to be done in building our capacity to gather, analyze, interpret and use it to support improvement (Ontario Leadership Strategy, Bulletin 5, Ideas Into Action, Winter, 2013). develop a collaborative school culture in which teachers share responsibility for student learning and school improvement based on system priorities (if appropriate) and student needs understand terms used in school improvement planning: data, objectives, results, indicators and results-based plans differentiate between a target and an indicator in a school improvement plan distinguish between developing a plan based only on objectives and one based on results collect and analyze student achievement data, demographic data, program data, perceptual data and system data, with teachers understand how to work with teachers using a variety of data to inform decision making and influence the direction in school improvement planning explore qualitative and quantitative indicators of success and growth with teachers engage teachers in the cyclical review of school data and the school s improvement plan lead an ongoing monitoring and evaluation of school improvement plan and identify with teachers he next steps in implementing the school improvement plan. International School Leadership Certificate - Module - Page 3

4 Module 5: Leading Improvement in Classroom Instruction: Meeting the needs of all learners An instructional leader knows how to analyze student performance data and determine which areas of the curriculum need attention. Such a principal recognizes good classroom instruction in all core subjects (whether or not he or she is licensed in the content) and can assess the quality of instructional materials. The principal regularly coaches staff with a focus on student learning, rather than only occasionally observing teaching for purposes of an annual evaluation of the teacher. Finally, the principal regularly evaluates the entire instructional system curriculum, instruction, standards, assessments, and safety nets to assure that it is aligned with the school s mission (Switzer, MSAB Journal, January 2007). examine conditions to ensure high expectations for all students learn to work with teachers to understand the relationship between self-regulation, learning skills and readiness for learning explore various learning styles and instructional strategies to meet the individual needs of all, including implementing the critical Teaching-Learning Pathway (TLP) as a tool to organize actions for teaching and student learning identify types of learners, including English as a second language learners and students with special education needs understand backwards planning, the universal design for learning and differentiated instruction explore Robert J. Marazano s Nine Instructional Strategies for Effective Teaching and Learning utilize inquiry-based learning strategies to engage students in higher order thinking identify assessment for, as and of learning and how each informs teacher planning and instruction providing descriptive feedback to scaffold student learning understand how to monitor the quality of teaching through classroom walkthroughs and challenging conversations and discuss challenges of practice and effective instructional strategies to address them. Module 6: Instructional Leadership Project Proposal Development: The application of theory to practice Leadership development programs have the following features: they should be long-term rather than episodic; jobembedded rather than detached; carefully planned with a coherent curriculum; and focused on student achievement. Programs should also emphasize reflective practice, provide opportunities for peers to discuss and solve problems of practice and provide a context for coaching and mentoring (Leithwood, et.al., 2004). The Purpose - The Leadership Project is intended to allow for the application of newly acquired knowledge and skills to a specific leadership project focused on student achievement. This module provides the candidate with mentoring at both the program and system level to ensure success. The Focus - The candidate will work with the mentors to establish the focus of the project. The project must allow the candidate to assume the role of principal while focusing on directly improving student achievement. The Plan - The candidate must prepare a comprehensive plan for the approval of the mentors. International School Leadership Certificate - Module - Page 4

5 Certificate Level 2:1 Module 7: Planning, Executing and Monitoring School Improvement School improvement planning is a process, a management tool and a discipline. It includes investigating school strengths and challenges, planning effective strategies for improvement, implementing strategies and evaluating results. School improvement planning is a powerful means of engaging staff and the broader school community in a process of continuous school improvement. It is also an effective management tool, integrating many of the tasks of instructional leadership and school management into a coherent whole (EQAO, 2005). School Improvement Plans for Student Achievement District Improvement Plans for Student Achievement Needs Assessment SMART Goals Strategies and Actions Professional Learning Resources Monitoring Instructional Rounds Evaluation Cycle Parent and Community Engagement in the SIP process Module 8: Resource Management for Improved Student Learning Most schools have development plans that set out their aims and objectives and the activities that will enable them to meet these objectives. A well-developed plan will help target resources efficiently. The best school development plans will include the resource implications of the proposed activities and will cost all significant activities in every year of the development plan include the staff costs for all significant development plan activities cover a significant proportion of the school s overall annual budget reflect the priorities of the school and determine its financial strategy provide a basis for monitoring progress during the year and have strong links to the multi-year budget (Audit Commission, UK, 2009). explore the definitions of resource management, value of money understand effective resource management strategies appreciate the direct connection between effective school improvement plans and resource management understand the concept of human resource management and the connections to student achievement develop an understanding of resource management principles for the purpose of improving student achievement understand effective practice in deployment of staff for improved student learning examine the effective practice in assignment of time for improved student learning and understand the school funding models and the financial responsibilities of the principal. International School Leadership Certificate - Module - Page 5

6 Module 9: Personal Qualities, Competencies and Problem Solving Over the years, many of you have heard me emphasize the point that we must continue to hone our skills, keep our sense of urgency alive, and become unyielding in our resolve to make our schools the best that they can be. As true professionals, we cannot rest on our laurels (Dr. Avis Glaze, 2011). Analysis of Personal Leadership Qualities Knowledge, Skills, Attitudes, Values and Behaviours that positively impact School Improvement and Student Success Models for Professional Growth Models of Performance Appraisal Communication is Critical Problem Solving and Decision Making Models/ Strategies. Module 10: Mentoring, Coaching and Evaluating for Improved Teaching Coaching and training provided to all of the mentors and many of the mentees comprised the pivotal element that inspired a genuine change in leadership practice for mentors, mentees, and the steering committee members. Reflective practice, active listening, thought-provoking questioning and deliberate humility were the competencies that participants highlighted and believed accounted for the positive influence of the program. The effect was not solely directed toward the mentoring/coaching relationships, but towards the leadership expertise that was adapted and utilized in daily practice, both inside and outside the school environment (Dr. Joanne Robinson, 2013). Mentoring Coaching Mentoring /Coaching Skills Challenging Conversations Teacher Evaluation for Improvement of Student Achievement Module 11: Parent and Community Engagement Building relations with families is encouraged by evidence demonstrating the very large contribution to student achievement of family or home characteristics (for example, parental expectations), the increase in public accountability of schools to their communities through current educational accountability policies and the growing need for schools to build public support (Dr. Ken Leithwood, 2012) Evidence that Engagement Matters Leading for Engagement Parent Engagement Strategies Parent Councils Community Engagement Tools School Profiles. International School Leadership Certificate - Module - Page 6

7 Module 12: Instructional Leadership Project Completion: General reporting requirements The Purpose - The Leadership Project is intended to allow for the application of newly acquired knowledge and skills to a specific leadership project focused on student achievement. This module provides the candidate with mentoring at both the program and system level to ensure success. The Focus - The candidate will work with the mentors to establish the focus of the project. The project must allow the candidate to assume the role of principal while focusing on directly improving student achievement. The Plan - The candidate must prepare a comprehensive plan for the approval of the mentors. The Execution of the Plan - The candidate must undertake the leadership protect in the identified school. The Reports - Candidates must complete a reflective journal, a time/activity log, and a summative report on the activity. Certificate Level 2:2 Modules 7 to 11 must be completed before enrolment into Module 13. Module 13: Instructional Leadership Project Completion: Master s recognition requirements The Purpose - The Leadership Project is intended to allow for the application of newly acquired knowledge and skills to a specific leadership project focused on student achievement. This module provides the candidate with mentoring at both the program and system level to ensure success. In addition, an Adjunct Professor from CSU will be assigned to assist in the completion of the required papers. The Focus - The candidate will work with the mentors to establish the focus of the project. The project must allow the candidate to assume the role of principal while focusing on directly improving student achievement. The Plan - The candidate must prepare a comprehensive plan for the approval of the mentors. The Execution of the Plan: The candidate must undertake the leadership project in the identified school. The Papers - Candidates must complete two academic papers focused on the leadership project. APA standards must be applied. Certificate Level 3 Module 14: Becoming a Facilitator for the International School Leadership Program Awesome principals are not only intra-school leaders. They actively participate in district networks of peers and have a strong sense of two-way partnership with the district. They use these networks, selfishly so to speak, to develop their own schools through exploiting the pressure and support of collaborative competition (Boyle, 2009; Fullan, 2010). They also, through peer and vertical bonds (with the district) develop extremely powerful mutual allegiances that strengthen the district culture and beyond) (Dr. M. Fullan O.C., 2009). The Adult Learner Understanding Facilitation The Roles of a Workshop Leader Workshop Planning Tools Facilitation Structures and Processes International School Leadership Certificate - Module - Page 7